The development of information sciences and technology (IST) baccalaureate program standards for potential use as accreditation guidelines

This study developed national standards for information sciences and technology (IST) baccalaureate programs in the United States. The advent and high utilization of e-commerce and other technologies used in the digital economy has significantly increased—at an expected rate of 110% from 2000 to 2010, (according to the United State Labor Bureau of Statistics)—the demand for technologically knowledgeable employees. Consequently, academic institutions have developed IST baccalaureate programs to educate these individuals. The intent of this study was to provide the Society of Information Technology Education (SITE) accreditation committee with preliminary standards from which to develop accreditation guidelines. The criteria were gleaned from accreditation guidelines for degree programs from which the IST program has evolved (i.e., Computer and Information Science (CAC), Business Administration (AACSB), Computer and Engineering Technology (TAC) and Library and Information Science (ALA)). Validity and reliability testing identified 15 categories containing 138 criteria as relevant to the IST program. This study surveyed 50 individuals affiliated with five IST-related accrediting bodies in the United States: the Accreditation Board for Engineering and Technology (ABET); the American Library Association (ALA); American Society for Information Science and Technology (ASIS&T); the Business Accreditation Committee (BAC); and the Computer Sciences Accreditation Board (CSAB). The survey response rate was 54% (N = 27). The results revealed that 96.3% (n = 26) of the respondents agreed or strongly agreed with the IST program standards outlined in this study. The remaining individual's mean score was 3.9 (near agree), which suggests agreement with the survey statements. This high level of agreement may have been influenced by the source of the IST program criteria; however, the respondent's highest degree, academic discipline, faculty rank or job title, accrediting body, or department showed no significant relationship to the categorical responses. Regardless of their respective backgrounds, 96.3% of the respondents agreed that all 15 categories and their criteria should be considered standards and potential accreditation guidelines for the IST degree program.